SIOP method

The SIOP (Sheltered Instruction Observation Protocol) method was created by observing guidelines and standards for second language acquisition programs in the United States by Jana Echevarria in US. The SIOP model was observed, put into practice and developed for ameliorating sheltered instruction teaching practices.

The SIOP method aims at assessing and applying the principles for developing sheltered and academic instruction as well as abrogating all the factors that might hinder the academic learning process of the CLD (Culturally and Linguistically Diverse) students. Some of these factors could cause some CLD students get behind in their academics and thereby achieve a low-academic performance in their mainstream classes.

The SIOP model and its components have a direct effect on the motivation, since students are engaged most of the allotted class time,and the learning time is totally linked to engaged on task time. Interaction is a key factor that provides significant mechanics and meaningful assessment. Academic language acquisition can take years in a normal regular class focused only on developing communicative language competence. The major achievement of using SIOP in ESL or ELL classes is that students who are exposed to its components in their classes not only develop their BICS (Basic Intrapersonal Communication Skills) the communicative language ability that allows any person to interact with others in everyday situations, but also gives students the opportunity to enhance their academic language, in other words, their CALP (Cognitive and Academic Language Proficiency) level.

A regular ESL/ELL class will focus on guiding students to use their knowledge on language or linguistic context only, as opposed to SIOP, since the contextual and cognitive context of some academic topics resemble the communications patterns and skills of their English native peers in mainstream classes. ESL/ELL teachers used to have a hard time designing lessons where they could adapt second language instruction to academic language and the academic standard of the CLD’s needs. The SIOP model and its components provide strategies, didactics and pedagogical tools such as lesson plan templates and lesson delivery specifics that allow teachers to incorporate, teach, reinforce, elicit, assess and evaluate academic language in their everyday lessons.

All teachers need to be involved and participate actively in order to get the best out of the SIOP model. In order for SIOP to be successful it is imperative to expand training which shows teachers how to adapt mainstream instruction in order to build a model of sheltered instruction that has mindful teachers of the importance in using appropriate instructional methods for sheltered instruction lesson delivery.